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Key competences are important for personal development, employment, integration into society and lifelong learning.
Long before the outbreak of the Covid-19 crisis, questions were raised about gig and platform work: are they ‘digital sweatshops’ or a conduit to skills development and better skills matching? The public health crisis may have accentuated the vulnerability of platform workers, but it also demonstrated the wider potential for working and learning digitally.
This short description contributes to better understanding of vocational education and training (VET) in Germany by providing insight into its main features and highlighting system developments and current challenges.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key aim of the Skills agenda for Europe. But, to have impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
The September 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
The coronavirus (Covid-19) pandemic has highlighted the vast opportunities of working and learning digitally.
Last year was a 'year of change' for Cedefop. Find out why in the 2019 annual report, and check out the agency's work and achievements.
This report is the second volume of Cedefop research on empowering adults through upskilling and reskilling pathways. It presents the Cedefop analytical framework for developing upskilling pathways for low-skilled adults and illustrates its conceptual development.
This Cedefop paper examines how employment in occupations identified previously as being at high risk of automation has changed over time. It also uses information from a matched employer-employee data set from Ireland, an EU country with relatively high exposure to digitalisation, to examine the relationship between employment change and organisational practices.
Validation of non-formal and informal learning is defined as ‘a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard’.
Vocational education and training (VET) in Germany is based on close cooperation between the State, companies and social partners.
This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.
Developments in five priority areas for VET, agreed in 2015 by the EU-28, Iceland, Norway, candidate countries, the European Commission and EU social partners, are at the centre of this report.
Apprenticeships for adults are one of the policy solutions to the need for supporting adults willing to train, while broadening the skills base of the working population across Europe.
The May 2020 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key aim of the Skills agenda for Europe. But to be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.
New Cedefop working paper series! The first paper employs a skills-based approach to identify individual and job factors most likely to be impacted by social distancing measures and practices due to the Covid-19 pandemic.
This programming document (PD) covers the period 2020-22 and sets the strategy and activities of the Agency for that period, including specific deliverables, indicators and targets for 2020.
The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries.
Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key pillar of the Skills agenda for Europe. But to have an impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users.